Not Everything is True PSHE lesson plan
A primary PSHE lesson for Years 1 to 2 that helps UK teachers introduce early critical thinking about online information and adverts through a structured, ready-to-teach lesson. Pupils learn that not everything they see or hear online or in adverts is true, and begin to build simple habits for questioning and checking information. The lesson gives teachers a calm, age-appropriate way to start conversations about digital literacy, without needing specialist knowledge of media studies or online safety.
Online Safety, AI & Digital Literacy
Snapshot
Not Everything is True
The lesson gives teachers a structured way to introduce early digital literacy skills, without needing prior media literacy teaching experience.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Questioning the accuracy of information seen online and in adverts
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that some information online or in adverts may not be true
recognise simple signs that something might be exaggerated or misleading, such as very big claims
recognise the difference between something that is a fact and something that is an opinion
Understand
understand that adverts are designed to make things look appealing, which can affect accuracy
understand that people can share incorrect information without meaning to
Practise
practise asking simple questions such as is this really true before believing something
practise talking to a trusted adult when they are unsure about something they have seen or heard
practise using simple language to explain why something might not be true
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to encounter adverts, television and simple online content, and who are starting to develop early questioning and thinking skills.
It is suitable for:
primary PSHE lessons
relationships education
early digital literacy or media literacy teaching
pastoral care, circle time or form time
whole class discussion about noticing and questioning information
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing early digital literacy Use when pupils are starting to learn about online information and adverts for the first time.
Building classroom culture around careful thinking Use when reinforcing the habit of pausing and questioning information before believing it.
Supporting inclusion in digital literacy learning Use when you want all pupils, regardless of prior online experience, to build shared early language for questioning content.
Practising safe responses to unclear information Use when pupils are learning what to do when they are unsure whether something is true.
Preparing for increased online or media exposure Use when pupils are moving towards more independent use of devices, television or online content.
Creating a structured PSHE discussion Use when you want a calm, teacher led discussion about digital literacy and questioning information.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are exposed to adverts, television and online content from an early age, often before they have the skills to question what they see. Building simple habits for noticing and asking questions helps pupils approach information with curiosity rather than accepting everything at face value. Digital literacy is not only about avoiding harm online. It is also about helping pupils build confidence to pause, think and ask questions when something seems too good to be true or does not add up. This lesson supports a thoughtful classroom culture by helping pupils understand that questioning information is a normal, useful skill, and that trusted adults are there to help when they are unsure.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils practise questioning whether information seen online or in adverts is true.
Media awareness Pupils begin to notice how adverts are designed to appeal, rather than always inform.
Communication skills Pupils practise simple language for expressing doubt or asking questions.
Confidence Pupils build confidence to question information rather than accept it automatically.
Help seeking Pupils learn to ask a trusted adult when they are unsure about something they have seen.
Digital literacy Pupils build an early foundation for thinking carefully about online and media content.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific brands, adverts, apps or classmates during discussion
Frame the discussion around noticing and questioning, not judging or blaming
Prepare simple, familiar examples of adverts or online content pupils may recognise
Identify trusted adults pupils can speak to if they are unsure about something they have seen
During delivery
Use simple language such as is this true and how do we know
Give pupils time to practise questions aloud before applying them to examples
Reinforce that it is normal to feel unsure and that asking questions is a helpful skill
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than focusing on real people or specific pupils
Reinforce that asking questions or asking for help is a sensible response, not a mistake
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
Adaptation options
Use partner talk or drawing for pupils who are less confident speaking aloud
Spend more time on trusted adults if pupils need support identifying who to ask
Extend discussion with simple real world examples if pupils are ready for more detail
